Session 1 Teacher Script

Warm-Up (5 minutes)

“Hello, friends! Welcome to our very first Wellness Explorers Quest session! I’m so excited you’re here. To get started, let’s stand up and make a big circle. We’re going to play a name-and-happy-thing game. Here’s the soft ball—when the music plays, I want you to march or clap around the circle and gently pass the ball to your friend. When the music stops, whoever is holding the ball will say their name and one thing that makes them happy. Ready? Let’s press play!”

Play music for about 30 seconds, then pause.

“Great job, [Student Name]! Thank you for sharing. I love that [student’s happy thing]. Let’s play once more so more friends can share. Music on!”

Play and stop for 2–3 shares.

“Fantastic sharing, everyone! You all did a wonderful job listening.”
 
 
Introduction to Health and Wellbeing (7 minutes)

“Now, let’s learn about something very important: health and wellbeing. Health means taking care of our bodies so we can grow strong, feel happy, and have lots of fun. Wellbeing means taking care of our feelings and minds.

“I have some cards here called Emotion Cards. Watch me as I hold one up.”

Hold up a card showing a happy face.

“What emotion is this? How do you think this face feels?”

Pause for answers.

“That’s right—happy! Who can show me their biggest happy face?”

Encourage the class.

“Nice job! Now, what are some things that help you feel strong and happy? I’ll start—eating fruits makes me feel strong. Playing with my friends makes me feel happy. What about you?”

Allow 2–3 responses. Prompt with examples if needed.

“Eating, playing, and resting are all ways we care for our health and wellbeing!”
 
 
All About Me Activity (10 minutes)

“Next, I’ve passed out the ‘All About Me’ worksheet. On your paper, draw a picture of you doing something healthy—maybe eating an apple, running fast, or reading a book quietly. Use lots of color!”

Circulate, praise effort, and ask guiding questions:

• “Tell me about your picture.”
• “How does that healthy choice make you feel?”

“In a couple of minutes, if you’d like, you can share your drawing with the group.”
 
 
Feelings Match Game (10 minutes)

“Let’s switch to a Feeling Match Game! I’m going to lay all the Emotion Cards face-down on the floor. When it’s your turn, flip two cards. If they match, keep them and name the emotion. Then tell us about a time you felt that way. If they don’t match, flip them back and let the next friend try.”

Model one turn, then invite the first student.

“Great job, [Student Name]! You found two surprised faces. When do you feel surprised?”

Invite a short share.

“Wonderful! This game helps us learn emotion words and practice talking about our feelings.”
 
 
Group Goal Setting (8 minutes)

“Now, let’s make some group norms—special promises we keep so everyone feels safe and happy here. A norm is like a team rule. I’ll write ideas on this chart paper, and you’ll give a thumbs up if you agree.”

“First norm: ‘Listen when others are talking.’ Thumbs up?”

Pause for thumbs.

“Second norm: ‘Be kind with our words and actions.’ Thumbs up?”

Pause.

“Third norm: ‘Try our best and participate.’ Thumbs up?”

Pause.

“Great job! What other ideas do you have?”

Capture 1–2 student suggestions and confirm with thumbs up.

“These are our Wellness Explorer promises. We’ll follow them every time we meet!”
 
 
Cool Down (5 minutes)

“It’s time to calm our bodies and minds before we finish. Stand tall with me. Let’s breathe in slowly, reaching our arms up to the sky… now breathe out and lower your arms. Again: breathe in up, breathe out down.”

“Now, gently reach down toward your toes—great stretch! Stand up and reach your right arm over your head for a side stretch. Switch to the left.”

“Wonderful! You all did an amazing job today. Thank you for sharing and working together. Next time, we’ll explore how to set personal health goals. I can’t wait to see you again! Have a healthy and happy day!”

All About Me Worksheet

Name: ________________________ Date: _______________

1. Draw a picture of yourself doing something healthy. It could be eating a fruit, running, dancing, or any activity that helps you feel strong and happy!
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
2. What healthy activity did you draw? Why did you choose this activity?
   
   
   
   
   
   
3. How does this healthy choice make you feel? Use words or draw a small face that shows your emotion.
   
   
   
   
   
   
   
   
   
   
4. One thing I will try to do this week to stay healthy is: ____________________________
   
   
   

Feelings Match Game Cards

Print and prepare two copies of each emotion card below (for matching pairs). Cut each into individual cards. You can use simple line‐drawn faces or clip art to illustrate each emotion.

• Happy 😊 – Broad smile, eyes curved up

• Sad 😢 – Downturned mouth, teardrop from one eye

• Angry 😠 – Furrowed brows, frown, clenched mouth

• Surprised 😮 – Wide open eyes, round mouth

• Scared 😱 – Wide eyes with small pupils, open mouth, eyebrows raised inward

• Calm 😌 – Relaxed eyes (half‐closed), gentle smile

Materials Needed:

• Printer and cardstock or heavy paper
• Scissors for cutting cards
• Optional: crayons or markers for students to color cards

Preparation:

1. Print two full sets of the six emotion cards.
2. Cut apart each card into individual emotion cards.
3. Shuffle and lay all cards face-down for the Feelings Match Game.

Warm-Up: Name & Happy Thing Game

Time: 5 minutes
Materials: Soft Ball, Music Player

1. Play an upbeat song on the music player.
2. Students stand in a circle and either march or clap while passing the soft ball around.
3. After about 30 seconds, stop the music. The student holding the ball says their name and one thing that makes them happy.
4. Restart the music and repeat so 2–3 students get a turn.

This activity helps students learn each other’s names, encourages social interaction, and gets the body moving!

Cool Down: Mindful Stretching

Time: 5 minutes
Materials: None

1. Stand tall with your feet hip-width apart.
   • Inhale slowly, reaching your arms up toward the sky.
   • Exhale fully, lowering your arms back down.
2. Toe Touch Stretch
   • Gently bend forward at your waist and try to touch your toes (or reach as far as comfortable).
   • Hold for 5 seconds while breathing slowly.
   
   
3. Side Reach Stretch
   • Stand up and reach your right arm overhead.
   • Lean gently to the left, feeling a stretch down your right side.
   • Hold for 5 seconds, then switch sides.
   
   
4. Shoulder Rolls
   • Lift your shoulders up toward your ears.
   • Roll them back and down in a smooth circle.
   • Repeat 3 times in each direction (backward, then forward).
   
   
5. Final Breathing
   • Stand or sit quietly.
   • Take three deep breaths: inhale through your nose for a count of three, exhale through your mouth for a count of three.

Great job, Wellness Explorers! You’ve helped your body relax and feel calm. See you next time!

Name & Happy Thing Game

Time: 5 minutes
Materials: Soft Ball, Music Player

1. Play an upbeat song on the music player.
2. Students stand in a circle and either march or clap while passing the soft ball around.
3. After about 30 seconds, stop the music. The student holding the ball says their name and one thing that makes them happy.
4. Restart the music and repeat so 2–3 different students get a turn.

Purpose: This game helps students learn each other’s names, practice speaking in front of the group, and get their bodies moving to warm up for the session!

Session 2 Teacher Script

Warm-Up: Movement Simon Says (5 minutes)

“Good morning, Wellness Explorers! Let’s wake up our bodies with a game of Simon Says. When I say ‘Simon Says,’ do the action I tell you. If I don’t say ‘Simon Says,’ stay still. Ready?”

Lead commands:

• “Simon Says, jump up and down!”
• “Simon Says, reach up high to the sky!”
• “Touch your toes!” (students who move wait one turn)
• “Simon Says, tiptoe around the room!”
• “Simon Says, spin in a circle!”

“Fantastic listening and moving, everyone! You stayed so safe and focused.”
 
 
Introduction to Goal Setting (8 minutes)

“Today we’re going to learn about setting goals. A goal is something we choose to do and work toward. Just like how we decide to learn a new dance move, we can set a goal to help our health and wellbeing.”

Point to chart paper titled “Our Goals.”
“I’ll write a sample goal: ‘I will eat one fruit every day this week.’”

Write the sample goal slowly, reading each word aloud.

“Now, let’s think of other healthy goals. What’s something you could do to help your body feel strong?”

Pause for responses. Prompt if needed:

• “Drink a glass of water each morning.”
• “Brush my teeth two times a day.”
• “Play outside for 10 minutes.”

“Great ideas! A good goal is clear, simple, and something we can do every day.”
 
 
Goal-Setting Worksheet (10 minutes)

“Now I’m passing out the Goal-Setting Worksheet. On your sheet, draw a picture of your health goal for this week. Then, write or tell me the goal in words.”

Circulate and ask guiding questions:

• “Tell me about your picture.”
• “How will you know you’ve achieved this goal?”

“When you’re ready, raise your hand and share your goal with the group!”
 
 
Healthy Habits Relay (10 minutes)

“Time for a Healthy Habits Relay! We’ll split into teams and visit three stations: “Jump Rope Pretend,” “Hula Hoop Stretch,” and “Water-Drinking Break.” Show your team spirit and act out each habit!”

Explain stations and model one station quickly.

“On your mark… get set… go!”

Cheer teams on as they move through stations.

“Awesome work, teams! Let’s name each habit we practiced and talk about why it’s good for our health.”
 
 
Healthy Habits Bingo Game (7 minutes)

“Now, grab a Healthy Habits Bingo Game card and a marker. I’ll call out healthy actions—if you have it on your card, cover it up. First to get three in a row says ‘Bingo!’”

Call out actions one at a time:

• “Brush your teeth.”
• “Take three deep breaths.”
• “Eat a vegetable.”
• “Do five jumping jacks.”

“Congratulations to our Bingo champions! Let’s review each habit we marked.”
 
 
Cool Down: Balloon Breathing (5 minutes)

“Let’s calm our bodies before we go. Sit or stand comfortably. Imagine you’re holding a balloon.”

“Inhale slowly through your nose—blow up the balloon.”
Pause.

“Exhale gently through your mouth—let the balloon deflate.”
Pause.

“Again: inhale—inflate… exhale—deflate.”

“Great job! Now roll your shoulders back and down three times.”

“Thank you for setting goals and practicing healthy habits today. Next time, we’ll see how well our goals are going and learn new ways to keep our bodies strong. Have a healthy and happy day!”

Goal-Setting Worksheet

Name: ________________________ Date: ____________________

1. My health goal for this week is:
   _______________________________________________
   
   
   
2. Draw a picture of yourself doing this healthy habit:
   
   
   
   
   
   
   
   
   
   
3. Why did you choose this goal? How will it help your health and well-being?

1. How will you know you’ve achieved your goal? (What will you see, feel, or do?)

1. When will you practice your goal each day? (Choose a time or routine.)

Weekly Health Goal Tracker

Name: ________________________ Week of: ________________

My health goal this week is: _______________________________________________

How I feel after completing my goal each day (draw a face or write a word):

Monday: _______________________________________________________


Tuesday: _______________________________________________________


Wednesday: _____________________________________________________


Thursday: ______________________________________________________


Friday: _________________________________________________________

Celebration: If I complete my goal all five days, I will: ________________________

Tips for success:

• Remind yourself every morning: “I can do it!”
• Ask a friend or grown-up to help you remember.
• Celebrate each check with a smile or high-five!

Let’s make healthy habits together, Wellness Explorers!

Warm-Up: Movement Simon Says

Time: 5 minutes
Materials: Open space, none

1. Gather students in a clear area with enough room to safely move.
2. Explain the rules: “When I say ‘Simon Says’ before an action, do the movement. If I don’t say ‘Simon Says,’ stay perfectly still.”
3. Lead the following commands (feel free to add your own):
   • “Simon Says, jump up and down!”
   • “Simon Says, reach up high to the sky!”
   • “Touch your toes!” (students who move wait one turn)
   • “Simon Says, tiptoe around the room!”
   • “Simon Says, spin in a circle!”
4. Encourage listening carefully and moving safely. Celebrate students who catch the trick commands by giving a smile or clap.

Purpose: This game gets bodies moving, sharpens listening skills, and builds spatial awareness—all while having fun together!

Healthy Habits Relay

Time: 10 minutes
Materials: Cones or floor markers, one hula hoop per team, pretend jump ropes (or rope laid on the floor), small cups and water bottle (or water station)

1. Divide the class into small teams of 3–4 students. Explain that each team will complete a relay through three stations, practicing a different healthy habit at each station.
2. Set up stations in a line, about 5–6 feet apart:
   Station 1: Jump Rope PretendStation 2: Hula Hoop StretchStation 3: Water-Drinking Break
   • Students pretend to jump rope 10 times (or jump in place if no rope).
   • Students hold the hula hoop overhead and lean gently side to side 3 times, feeling a stretch.
   • Students take three big pretend “gulps” of water, saying “Ahh!” after each.
3. On “Go!”, the first teammate runs to Station 1, completes the habit, then moves to Station 2, then Station 3, and finally runs back to tag the next teammate.
4. Teams cheer each other on. The first team to have all members complete the relay sits down quietly. Continue until every team has finished.
5. Debrief (2–3 minutes):
   • Ask each team to name one habit they practiced.
   • Discuss why each habit is good for health (e.g., “Jumping helps our hearts and muscles get stronger,” “Stretching keeps us flexible,” “Drinking water keeps us hydrated”).

Healthy Habits Bingo Game

Time: 7 minutes
Materials: Bingo cards (one per student), markers (e.g., chips, coins, crayons)

1. Hand out one Bingo card and some markers to each student.
2. Explain: “I will call out healthy habits one at a time. If the habit is on your card, mark that square.”
3. Call out habits at a steady pace, allowing students to mark squares.
4. When a student gets three in a row (horizontal, vertical, or diagonal), they shout “Bingo!”
5. Celebrate the winner, then review the habits they marked.
6. Continue to play for additional winners or until time is up.

Sample Habits to Call (choose 8–12):

• Drink a glass of water
• Eat a piece of fruit
• Brush your teeth
• Take three deep breaths
• Run in place for 10 seconds
• Stretch your arms up high
• Wash your hands with soap
• Eat a vegetable
• Do five jumping jacks
• Talk kindly to a friend
• Play outside
• Rest with deep breaths

Purpose: Reinforce healthy habits, listening skills, and attention to instruction through a fun, familiar game.

Cool Down: Balloon Breathing

Time: 5 minutes
Materials: None

1. Sit or stand comfortably with your feet flat on the floor and hands resting on your belly.
2. Imagine you’re holding a big balloon in your tummy.
   • Inhale slowly through your nose, feeling your belly fill up like a balloon inflating.
   • Pause for a moment when it’s full.
3. Exhale gently through your mouth, letting the balloon deflate—feel your belly soften.
4. Repeat this inhale–exhale cycle 5 times, moving slowly and calmly.
5. After the breaths, roll your shoulders up toward your ears and then back and down three times.
6. Bring your hands together at your heart and bow your head in a gentle “namaste” to close the session.

Great job practicing calm breathing, Wellness Explorers! Ready for our next adventure?

Flower & Candle Breathing Cards

Print and cut into two separate card sets. Each card shows a simple visual cue and step-by-step breathing instructions.

Flower Breathing Card 🌸

Visual: A line-drawn flower with petals.

Instructions:

• Hold the card up so students see the flower.
• Say: “Breathe in through your nose slowly, as if smelling this flower.” (Students bring hands to nose.)
• Say: “Now breathe out through your mouth, gently blowing the petals away.” (Students push hands forward.)
• Repeat 3 times.

Candle Breathing Card 🕯️

Visual: A simple candle with a small flame.

Instructions:

• Show the candle card to students.
• Say: “Inhale through your nose, filling your belly like the base of a candle.” (Hands on belly.)
• Say: “Exhale through your mouth softly, as if you’re blowing out a candle flame.” (Students softly blow.)
• Repeat 3 times.

Use these cards during breathing practice to provide clear visual and verbal guidance. Feel free to laminate for durability and display on a ring or flip chart for easy access.

Feelings Charades Cards

Print and cut these emotion prompt cards. Each card names an emotion and gives simple acting cues. Students draw a card, silently act out the emotion using facial expressions and body language, and classmates guess.

Happy

• Show a big smile
• Jump up and down or clap hands
• Wiggle your whole body like you’re giggling

Sad

• Make your shoulders droop and head tilt down
• Mimic wiping away a tear or sigh deeply
• Speak in a quiet, slow voice (no words—just expression)

Angry

• Furrow your brow and clench your fists at your sides
• Stomp one foot or cross your arms tightly
• Pretend to growl with a scowling face

Surprised

• Open your eyes and mouth wide
• Put hands on cheeks or cover your mouth in shock
• Step back as if you’ve just seen something unexpected

Scared

• Hug yourself or wrap arms around your body
• Shake or tremble in place
• Pretend to look around nervously

Calm

• Close your eyes softly and take a slow, deep breath
• Place hands gently on your belly or heart
• Sway very slowly side to side

Excited

• Bounce lightly on your toes
• Swing arms up and down energetically
• Flash a wide grin like you’re cheering

Shy

• Look down or to the side, avoiding eye contact
• Rub the back of your neck or hide your face behind hands
• Take small, slow steps as if you’re hesitant

Frustrated

• Cross arms and tap foot impatiently
• Shake head side to side with a frown
• Rub eyes or rub hands together in annoyance

Proud

• Stand tall with chest out and hands on hips
• Give a small nod or a thumbs-up to yourself
• Smile confidently and look around proudly

Use these cards during the “Feelings Charades” activity in Session 3 to reinforce emotion vocabulary and nonverbal communication skills. Laminate for durability and store on a ring for easy rotation.

Listening Reflection Worksheet

Name: _____________________________ Date: _______________

1. Draw a picture of you and your partner practicing active listening.
   
   
   
   
   
   
   
   
   
   
   
2. Write two listening phrases you heard today (for example, “I hear you felt ___ when ___”):
   
   
   
   
   
   
3. Which listening phrase will you use next time? Why?
   
   
   
   
   
   
4. One way I can be a better listener in class is:
   
   
   
   
   
   
5. How did it feel to be really heard? Draw a small face or write one word to show your feeling.
   
   
   
   
   
   

Keep this worksheet as a reminder: good listening helps everyone feel valued and understood!

Active Listening Partner Cards

Print and cut into two decks: Set A (Speaker Prompts) and Set B (Listener Prompts). Give each pair one card from A and one from B. Students take turns sharing and reflecting.

How to Use:

1. Students pair up and decide who is Speaker (A) and who is Listener (B).
2. Speaker reads their A-card, then talks for about one minute.
3. Listener reads their B-card, reflects or paraphrases what they heard.
4. Switch roles and repeat with new A and B cards.

Set A – Speaker Prompts

A1 • Tell about a time you felt happy. What happened and how did it make you smile?

A2 • Tell about a time you felt sad. What made you feel that way?

A3 • Share a moment when you felt proud. What did you do that made you proud?

A4 • Describe a time you felt excited. What were you looking forward to?

A5 • Talk about a time you felt scared. What scared you and how did you feel?

A6 • Share a moment when you felt calm. What helped you feel relaxed?

Set B – Listener Prompts

B1 • “I heard you felt happy when ____. Is that right?”

B2 • “I heard you felt sad when ____. Is that right?”

B3 • “I heard you felt proud because ____. Is that right?”

B4 • “I heard you felt excited about ____. Is that right?”

B5 • “I heard you felt scared when ____. Is that right?”

B6 • “I heard you felt calm when ____. Is that right?”

Follow-Up Questions (optional):

• “What helped you feel better afterward?”
• “How could you help a friend who feels the same way?”
• “What can you do next time you feel that emotion?”

Tips for Success:

• Encourage eye contact and open body language for Listeners.
• Remind Speakers to use clear words and speak slowly.
• Praise pairs for using the exact phrase on their B-cards.

Use these cards during the Active Listening Pairs activity in Session 3 Lesson Plan to build empathy and listening skills.

Session 4 Teacher Script

Warm-Up & Introduction (5 minutes)

“Hello, Wellness Explorers! Welcome back. Today we’re going to practice moving our bodies in fun ways to build balance and coordination. First, let’s make a big circle in our open space.

I’m going to say something like ‘Mirror Me’ and show you a simple movement. Then you’ll copy me just like a mirror. When it’s your turn, you’ll be the leader and I’ll mirror you. Ready?

Let’s start. Mirror me: wave your arms slowly like you’re greeting a friend. Great job! Now, who wants to lead the next movement?

Allow 2–3 students to lead simple arm waves, leg lifts, or gentle jumps.

“Fantastic copying and leading, everyone! I love how you watched carefully and moved with control. Now let’s explore more with our obstacle course.”

Movement Obstacle Course (10 minutes)

“Explorers, we’re going on an obstacle course adventure! We’ll split into teams of 3 or 4. Each team will visit three stations. I’ll show you the stations first.”

Point and walk through each station:

1. Balance Beam Walk – Walk slowly heel-to-toe across our beam or taped line. Keep your eyes forward!
2. Step-Over Hurdles – Lift your knees high and step over cones or markers.
3. Tunnel Crawl – Crawl under a rope or chairs like a tiny mouse exploring a cave.

“When I say ‘Go,’ the first person on each team will move through Station 1, then Station 2, then Station 3, and run back to tag the next friend. Ready? On your mark… get set… go!”

Cheer as teams move. Offer encouragement: “Great balance, Jamie!” “Nice high steps, Taylor!”

“Awesome work, teams! Now let’s name the skills we used. What skill did you practice on the beam?”
Listen for “balance.”
“And stepping over cones helped our coordination. Crawling under helped us use our bodies carefully in small spaces. Wonderful!”

Freeze Dance Game (10 minutes)

“Next, we’ll play Freeze Dance with special movement prompts. When the music plays, dance any way you like. When the music stops, I’ll show a card from our Movement Freeze Dance Cards, and you’ll hold that pose until the music starts again.”

“First, let me model. Watch me dance!”
Play a few seconds of music, then pause and hold a dramatic pose (e.g., star shape).
“This is me freezing in a star. Now it’s your turn! Music on!”

Play and stop music 5–6 times, each time drawing a new freeze-dance card and saying:
“Freeze like a tree reaching up high!”
“Freeze like a flamingo standing on one leg!”

“Beautiful control, everyone! You held your bodies so still.”

Animal Yoga Flow (8 minutes)

“Let’s calm and stretch with Animal Yoga. We have our Animal Yoga Pose Cards. We’ll do five poses, holding each for three big breaths. I’ll show you first.”

1. Downward Dog – Hands and feet on the floor, hips up high. Tails wag!
   Inhale… exhale…
2. Cat Stretch – On hands and knees, round your back like a scared cat.
3. Cobra – Lay on your tummy, lift your chest up, look forward like a proud snake.
4. Butterfly – Sit with soles together, gently flap your knees like wings.
5. Tree Pose – Stand on one foot, place the other foot on your calf or ankle, hands together at heart.

Guide each with: “Breathe in… breathe out… and make your animal sound softly.”

“Great job! I love your tiger roars and butterfly flaps.”

Balance Beam Challenge (7 minutes)

“Now it’s time for the Balance Beam Challenge! Our beam or tape line is ready. I’ll show you three ways to walk: forward, backward, and sideways.”

Demonstrate each slowly.

“When you walk forward, keep your eyes straight ahead. Then your turn to try!”

Invite 3–4 students to walk forward.

“Nice! Now let’s try backward—careful steps.”

Model and invite.

“Finally, sideways—side step like a crab!”

Model and invite.

“All of you did amazing. How did it feel to keep your balance?”

Pause for short responses.

“Wonderful! You’re all balance champions.”

Cool Down: Mindful Stretching (5 minutes)

“We’ve moved so much—let’s slow down and notice how our bodies feel. Follow me through our Mindful Stretching Routine.”

1. Seated Forward Fold – Reach for toes, breathe gently.
2. Side Stretch – Stand, reach right arm overhead, lean left; switch sides.
3. Shoulder Rolls – Roll shoulders back and down three times.
4. Heart Hug – Wrap your arms around yourself and give a gentle hug.
5. Full-Body Reach – Reach high, then exhale and relax arms down.

“As you stretch, notice any tight spots and breathe into them. Great work, everyone!”

Ask: “What was your favorite movement today?”
Listen briefly and respond: “I loved your answer! Movement helps us feel strong and happy.”

“Thank you for moving and exploring with me today. You showed amazing balance, coordination, and focus. I can’t wait for our next adventure. Have a wonderful day!”

Movement Obstacle Course Setup

Time: 10 minutes
Materials: Cones or floor markers, a low balance beam or tape line, rope or chairs for tunnel crawl

Preparation:

• In an open, clear area, lay out three stations in a straight line, leaving about 5–6 feet between each.
• Station 1: Balance Beam Walk
  • Place a low balance beam on the floor or mark a straight line with tape.
• Station 2: Step-Over Hurdles
  • Set up 4–5 cones or flat floor markers in a row at even intervals.
• Station 3: Tunnel Crawl
  • Arrange two chairs or two low tables about 2–3 feet apart.
  • Drape a rope or lightweight fabric between them at chest height to form a tunnel.

Setup Steps:

1. Check each station for stability and safety (no loose tape, sturdy chairs).
2. Demonstrate how to move through each station:
   • Balance Beam: walk heel-to-toe with arms out for balance.
   • Hurdles: lift knees high and step over each cone.
   • Tunnel Crawl: move on hands and knees, keeping head low and back straight.
3. Divide students into teams of 3–4 and assign each team to a starting station.
4. On “Go,” first student completes Station 1, moves to Station 2, then Station 3, and tags the next teammate.

Teacher Notes:

• Emphasize slow, controlled movements for safety and coordination.
• Monitor spacing to prevent collisions and encourage quiet cheering from teammates.
• After all teams finish, gather students and briefly discuss which skills they practiced: balance, coordination, and spatial awareness.

Movement Freeze Dance Cards

Print and cut these cards. Shuffle and place face-down in a pile. During the Freeze Dance Game, play music and let students dance. When the music stops, draw a card and read it aloud. Students freeze in the pose described until the music resumes.

Sample Freeze Poses (10 cards):

• Tree – Stand tall with feet together, arms straight up like branches reaching for the sky.

• Flamingo – Balance on one leg, bend the other knee and lift your foot behind you. Arms out for balance.

• Star – Spread your legs wide and stretch your arms out at shoulder height to form a star shape.

• Superhero – Stand with feet hip-width apart, hands on hips, chest lifted, and chin up proud.

• Flower – Stand on tiptoes and circle your arms above your head in a rounded petal shape.

• Butterfly – Sit or stand, bring the soles of your feet together (knees out), and flutter your elbows like butterfly wings.

• Mountain – Stand still with feet together, arms at your sides, eyes looking straight ahead.

• Pirate Lookout – Stand with feet apart, one hand on your forehead as if looking toward the horizon, other hand on your hip.

• Rocket Launch – Crouch low, then spring up straight with arms by your sides as if blasting off.

• Statue – Freeze in any strong, creative pose of your choice and hold it.

Teacher Tips:

• Encourage students to hold each freeze pose with control and awareness.

• Praise creative freezes and safe balancing.

• Use the cards to vary difficulty: choose simpler poses for younger students or more challenging ones for practice.

Animal Yoga Pose Cards

Print and cut these cards. Each card shows an animal name, simple visual cue (optional), and step-by-step instructions. Use in a sequence or let students draw cards to lead the group.

Downward Dog 🐶
• Start on hands and knees. Spread fingers wide and press into the floor.
• Tuck toes under and lift hips high, straightening legs as much as comfortable.
• Keep head between arms, heels reaching toward the floor.
• Hold for 3–5 breaths, then lower back to hands and knees.

Cat Stretch 🐱
• Begin on hands and knees with wrists under shoulders, knees under hips.
• Inhale, arch your back and tilt your head up (Cow).
• Exhale, round your back and tuck your chin (Cat).
• Flow between Cat and Cow for 4 breaths.

Cobra 🐍
• Lie on your belly with legs extended behind you.
• Place hands under shoulders. Inhale, lift chest off the floor, keeping elbows slightly bent.
• Press tops of feet down and draw shoulders away from ears.
• Hold for 3 breaths, then slowly lower down.

Butterfly 🦋
• Sit tall with the soles of your feet together and knees dropped out to the sides.
• Hold your ankles or toes.
• Gently flap your knees up and down like butterfly wings.
• Keep spine straight and breathe smoothly for 5 breaths.

Tree Pose 🐦
• Stand tall on one leg.
• Place the sole of the opposite foot on your ankle, calf, or inner thigh (avoid the knee).
• Bring palms together at your heart or reach arms overhead like branches.
• Focus on a spot on the floor and hold for 3 breaths. Switch sides.

Frog Jump 🐸
• Stand with feet hip-width apart.
• Squat down by bending knees and bringing chest toward thighs.
• Touch the floor with fingertips or place hands on thighs.
• Inhale, jump up explosively, reaching hands overhead.
• Land softly back into squat. Repeat 3–5 times.

Elephant Swing 🐘
• Stand with feet wide apart and arms hanging down like an elephant trunk.
• Inhale, sway your “trunk” (arms) side to side and sweep gently across the body.
• Exhale, bring arms back to center.
• Continue for 5 gentle swings.

Snake Slide 🐍
• Lie on your belly with legs together and hands under shoulders.
• Inhale, slide your chest forward and lift your head (mini Cobra).
• Exhale, lower chest and head.
• Then slide forward again, moving like a slithering snake for 4–5 reps.

Teacher Tips:
• Hold each card up and demonstrate before inviting students to join.
• Encourage students to make the animal sounds quietly as they move.
• Use a timer or music to hold each pose for the same duration.
• Laminate cards and store on a ring for durability and easy rotation.

Balance Beam Activity Guide

Time: 7 minutes
Materials: Low balance beam (or a length of sturdy tape on the floor)

Objective: Practice balance, coordination, and body awareness through progressive walking challenges.

Setup:

• If you don’t have a balance beam, place a strip of colored tape on the floor or use a chalk line outdoors.
• Ensure the area on both sides of the beam is free of obstacles and provides a soft landing surface (e.g., mats or carpet).

Activity Steps:

1. Forward Heel-Toe Walk
   • Model walking heel-to-toe slowly along the beam, arms out for balance.
   • Invite students to take turns. Encourage eyes forward and slow steps.
2. Backward Walk
   • Demonstrate turning around and carefully stepping backward heel-to-toe.
   • Have each student try backward walking, reminding them to look over a shoulder and take small steps.
3. Sideways (Crab) Walk
   • Show side-stepping along the beam, facing the same direction.
   • Students place one foot sideways on the beam, then the other, using arms for stability.
4. Progression Challenges
   • Arms Variations: Walk with arms overhead, on hips, or in a “T” shape.
   • Narrower Base: Place one foot directly in front of the other (heel touching toe).
   • Eyes Closed: For advanced students, ask them to gently close eyes while guided by a partner’s hand.
5. Partner Support (Optional)
   • Pair up students: one student walks slowly while their partner stands next to them, ready to catch or steady their arm if needed.
   • Swap roles so each practices balancing and supporting.

Teacher Tips:

• Praise each small success (“Great control, Ava!” “Nice tiny steps, Marcus!”).
• Emphasize safety: remind students to bend their knees slightly and keep their core engaged.
• Use a stopwatch or count aloud to add gentle time pressure (“Let’s see if we can cross in 10 seconds!”).
• Debrief briefly: ask, “What did you notice about your body when you had to balance?” to build body awareness.

By varying the challenge level and offering partner support, all students can experience success and growth in their balance skills. Good luck, Wellness Explorers!

Mindful Stretching Routine

Time: 5 minutes
Materials: None

1. Seated Forward Fold
   • Sit with legs extended straight in front of you.
   • Inhale and lengthen your spine.
   • Exhale and hinge at your hips, reaching hands toward your toes (or shins).
   • Hold for 3–5 calm breaths, noticing any stretch in your hamstrings.
2. Side Reach Stretch
   • Stand or sit tall.
   • Inhale, sweep your right arm up and over your head, sliding the left hand down your left thigh.
   • Exhale and bend gently to the left, feeling a stretch down your right side.
   • Hold for 2–3 breaths, then switch sides.
3. Shoulder Rolls
   • Stand or sit comfortably with your arms relaxed.
   • Inhale, lift both shoulders up toward your ears.
   • Exhale, roll shoulders back and down.
   • Repeat 5 times, then reverse direction for 5 more rolls.
4. Cat–Cow Flow
   • Come to hands and knees (tabletop position).
   • Inhale, drop your belly and lift your heart (Cow).
   • Exhale, round your spine and tuck your chin (Cat).
   • Continue flowing for 4–6 breaths, moving slowly and mindfully.
5. Heart Hug & Deep Breaths
   • Stand or sit tall, wrap your arms around yourself in a gentle hug.
   • Place hands on opposite shoulders, closing your eyes if comfortable.
   • Take three slow breaths: inhale through the nose (fill your chest), exhale through the mouth (soft sigh).
6. Full-Body Reach
   • Finish by standing tall, reaching arms overhead as you inhale.
   • Exhale, lower arms slowly to your sides and smile.
   • Notice how relaxed and calm your body feels.

Great job, Wellness Explorers! You’ve helped your body and mind unwind. Ready for our next adventure!

Session 5 Teacher Script

Warm-Up: Food Group Movement (5 minutes)

“Good morning, Wellness Explorers! Today we’re going to learn about the five main food groups—and we’ll move our bodies to remember each one. Let’s stand in a big circle so we have plenty of room.

Here’s how it works: when I call out a food group, I want you to do a special movement:

• Fruits – reach your arms up high like you’re picking apples from a tall tree.
• Vegetables – squat down low like you’re harvesting carrots from the ground.
• Grains – jump in place like little kernels popping in a pot.
• Protein – march on the spot like a strong soldier.
• Dairy – twist your torso side-to-side as if you’re stirring a big bowl of yogurt.

I’ll call each group twice. Ready? Let’s warm up our bodies and brains!”

Call each group in this order, pausing after each for students to move:

1. Fruits (move)
2. Vegetables
3. Grains
4. Protein
5. Dairy
6. Fruits again
7. Vegetables
8. Grains
9. Protein
10. Dairy

“Fantastic moving, everyone! Give yourself a big clap for remembering those groups.”

Introduction to Food Groups (7 minutes)

“Let’s sit on the floor and look at our Nutrition Label Poster. It shows five sections: Fruits, Vegetables, Grains, Protein, and Dairy.

Point to Fruits section. “Who can name a fruit you like to eat?”
Pause for responses.
“Great—thank you! I love strawberries too. I’ll write ‘strawberries’ under Fruits on our chart paper.

Next, Vegetables. What’s your favorite veggie?”
Pause.
“Perfect—I’ll add ‘carrots.’

Now Grains—what bread or cereal do you eat?”
Response.
“Yummy, I’ll write that down.

Protein—name something with protein.”
Response.
“I see—beans are a great choice.

Finally, Dairy. What dairy food do you know?”
Response.
“Cheese is delicious—thank you!”

“Look how many foods we already know in each group. Knowing these groups helps us pick a balanced snack and meal!”

Food Group Sorting Activity (10 minutes)

“Now we’ll sort foods into the right groups using our Food Group Sorting Cards. I have five plates on the floor labeled Fruits, Vegetables, Grains, Protein, and Dairy.

I’m going to give each group of 3–4 students a pile of cards. Work together to place each card on the correct plate. Talk to your friends: “Does cheese go in Dairy? Yes or no?”

Distribute cards and let students work.

Circulate and prompt:

• “Why did you put this card in Vegetables?”
• “What makes grains different from fruits?”

“Okay, Explorers—hands on your heads if you’re finished. Let’s check together. Who would like to pick one card from the Fruits plate and tell us why it belongs there?”
Invite 1–2 volunteers per group to share.

“Excellent sorting—way to use your food group knowledge!”

Nutrition Label Detective (10 minutes)

“Next, we’re becoming Nutrition Label Detectives! Take a partner and I’ll hand out the Snack Label Detective Worksheet along with a few real snack labels.

First, watch me demonstrate using our big Nutrition Label Poster. See this line that says “Serving Size”? Circle the number of pieces or grams we can eat for one serving. Next, find “Total Sugars” and circle that amount. Finally, look at the ingredients list for words like ‘whole grain’ or names of fruits.

Now with your partner, open your worksheet and your snack label:

1. Circle the serving size on the label.
2. Circle the sugar amount.
3. Draw a little star next to any fruit or whole grain you spot.

Raise your hand if you find a whole grain listed!* Let’s share—what ingredient did you discover?”

After a few responses:
“Great detective work! Noticing these details helps us choose healthier snacks.”

Mystery Snack Tasting (8 minutes)

“Time for a Mystery Snack Tasting! I’ll give each of you a small sample snack and a Mystery Snack Tasting Card. Before you eat, look at it closely—what color is it? How does it smell? Then take a small bite and notice the taste and texture.

On your card, write or draw:

1. Your snack’s name (or your best guess).
2. Which food group you think it belongs to.

Let’s try Snack #1. Ready—go ahead and taste.
Pause for tasting.

“Who thinks their snack is in the Fruits group? Raise your hand.”
Confirm correct group.

“We’ll repeat with Snack #2, #3, and #4. Remember: small bites, quiet voices!”

Cool Down: Balanced Snack Reflection (5 minutes)

“Finally, let’s think about how to make a balanced snack using at least three food groups. Take out your Balanced Snack Reflection Worksheet.

On your paper, draw your favorite balanced snack. Maybe apple slices (Fruit), cheese cubes (Dairy), and whole-grain crackers (Grains)!

When your drawing is done, write or tell me:

• Which food groups did you include?
• Why does having different groups help our bodies?

Invite 2–3 volunteers to share.

“Wonderful work today, Wellness Explorers! Remember, a balanced snack gives our bodies energy and the nutrients we need to grow strong. See you next time!”

Food Group Sorting Cards

Print and cut these into individual cards. Each card shows one food item. Mix and shuffle before students sort them onto plates labeled Fruits, Vegetables, Grains, Protein, and Dairy.

Fruits

• Apple
• Banana
• Grape
• Orange
• Strawberry

Vegetables

• Broccoli
• Carrot
• Bell Pepper
• Cucumber
• Spinach

Grains

• Whole Wheat Bread
• Brown Rice
• Oats
• Whole Grain Crackers
• Pasta

Protein

• Chicken
• Beans
• Eggs
• Tofu
• Peanut Butter

Dairy

• Milk
• Cheese
• Yogurt
• Cottage Cheese
• String Cheese

Teacher Tip: For younger students, print on cardstock and include a small clip-art image next to each word. Laminate cards for durability.

Snack Label Detective Worksheet

Name: __________________________ Date: ___________________

1. What is the Serving Size listed on the label?
   ________________________________________
   
   
   
2. How many Total Sugars are in one serving?
   ________________________________________
   
   
   
3. Circle any of these words if you see them in the Ingredients list:
   • whole grain • fruit • nuts • seeds • yogurt
   
   
4. Draw a star ★ next to any ingredient you think is a healthy choice:
   __________________________________________________________
   
   
   
5. Is the sugar amount High or Low?
   (Circle one) High / Low
   
   
   
6. What did you learn from this label?

   ---

   __________________________________________________________
   
   
   
   
   
   

Bonus Detective Question:
What one food group does this snack belong to?
(Fruits, Vegetables, Grains, Protein, or Dairy)

Mystery Snack Tasting Cards

Print and cut these cards—one per snack sample. Hand one card to each student during the tasting activity. On each card, students will record their observations and guess which food group the snack belongs to.

Card Template (cut on dotted lines):

– – – – – – – – – – – – – – – – – – – – –
Mystery Snack Tasting Card

Snack Sample #: __________

1. Draw your snack here:

1. Color/Appearance: _______________________________
2. Smell (what aromas do you notice?): _______________
3. Taste & Texture (sweet, crunchy, soft, etc.): _______
4. My Guess: Which food group is this?
   (Circle one) Fruits / Vegetables / Grains / Protein / Dairy
5. Was your guess correct? Yes / No

– – – – – – – – – – – – – – – – – – – – –

Teacher Tip: Prepare 3–4 different snack samples (e.g., apple slice, cheese cube, cracker, carrot stick). Number each snack cup to match the cards. After students record their guesses, reveal the correct group and discuss together.

Nutrition Label Poster

Use this poster to guide students through key parts of a nutrition label when you introduce the Nutrition Label Detective activity.

1. Serving Size
• Shows the amount one “serving” counts as (e.g., 1 cup, 1 package).
• All nutrient values on the label are based on one serving.

2. Calories
• Tells how much energy is in one serving.

3. Macronutrients

• Total Fat (g): Includes saturated and trans fats.
• Total Carbohydrate (g): Includes sugars and dietary fiber.
  • Total Sugars and Added Sugars
  • Dietary Fiber
• Protein (g)

4. Micronutrients & Minerals
• Commonly listed: Sodium (mg), Calcium (%DV), Iron (%DV)
• Percent Daily Value (%DV) shows how much of each nutrient a serving provides toward a daily diet.

5. Ingredients List
• Ingredients are listed in order by weight (heaviest first).
• Look for whole grains, real fruit, or minimal added sugars.

Teacher Tips:

• Point to each section on your large poster as you model reading a real snack label.
• Encourage students to circle or highlight the same sections on their own labels.
• Keep the poster visible during the label detective and tasting activities as a quick reference.

Balanced Snack Reflection Worksheet

Name: __________________________ Date: ___________________

1. Draw your favorite balanced snack that uses at least three food groups (Fruit, Vegetable, Grain, Protein, Dairy):
   
   
   
   
   
   
   
   
   
   
   
   
2. Which food groups did you include in your snack? List at least three:
   • _______________________________
   • _______________________________
   • _______________________________
   
   
3. Why does having different food groups help our bodies stay healthy and strong?
   
   
   
   
   
   
4. One new balanced snack I would like to try is:
   
   
   
   
5. How do you think this snack will make you feel when you eat it? (e.g., energized, happy, strong)
   
   
   
   

Great job thinking about balanced snacks! Keep exploring different foods to help your body stay healthy.

Session 6 Teacher Script

Warm-Up: Hydration Movements (5 minutes)

“Hello, Wellness Explorers! Today we’re going to learn why water and sleep are superpowers for our bodies. Let’s start by moving with Hydration Movements to wake up our muscles and our minds!

I’ll call out an action, and you’ll follow along for about 10 seconds. Ready?

1. “Pretend to take a big gulp of water!”
   Bring both hands to your mouth and pantomime drinking.
2. “Stretch tall like a water droplet!”
   Reach your arms overhead and rise onto your tiptoes.
3. “Shake like ice cubes in a cup!”
   Shake your arms and shoulders gently.
4. “Wiggle like a straw in a drink!”
   Twist your torso from side to side.

Great job! Let’s do the whole sequence one more time to really get our bodies moving.”

Lead the sequence a second time.

“Wonderful moving, everyone! Give yourselves a big clap!”

Introduction to Hydration (7 minutes)

“Who can tell me what happens when you feel very thirsty?”

Pause for responses.

“Yes—our mouths feel dry, and we might feel tired or cranky. Water helps our bodies in so many ways:

• It keeps us cool when we run and play.
• It helps our brains think clearly.
• It keeps our muscles strong and ready to move.

I’m going to write your ideas on chart paper under ‘Body needs water for…’”

Chart student responses.

“This week, we’re going to track how much water we drink each day. We’ll use our Water Tracker Worksheet to record each cup. Drinking water throughout the day helps us stay happy and healthy!”

Hydration Relay Activity (10 minutes)

“Now it’s time for our Hydration Relay Activity! We’ll split into teams. Each team will pass a cup of water down our relay line and pour it into a bucket. The first team to finish their water wins—but remember, everyone gets a turn, and we cheer for each other!

1. Line up behind your starting cone.
2. At the far end, you’ll see a cup and a water bottle.
3. On ‘Go,’ the first runner fills the cup, carries it back, and pours it into your bucket. Then tag the next teammate.

On your marks… get set… Go!”

Cheer teams on, offering encouragement (“Great job dipping, Maya!”).

“Fantastic teamwork! As you clean up, tell your team one benefit of drinking water.”

Invite a few teams to share.

Introduction to Sleep (8 minutes)

“Next, let’s talk about sleep—another superpower! Sleep:

• Restores our energy so we can play again tomorrow.
• Helps our bodies grow big and strong.
• Keeps our moods happy and helps our brains learn.

What are some things that help you fall asleep at night?”

Pause for answers (e.g., story time, quiet room).

“And what might wake you up or keep you from sleeping?”

Pause for answers (e.g., screens, noise, too much light).

“I’m going to write your ideas under ‘Good bedtime habits.’”

Chart responses: consistent bedtime, dark room, brushing teeth, no screens, quiet time.

“Those are fantastic habits for a good night’s sleep!”

Sleep Charades (7 minutes)

“Let’s play Sleep Charades with our Sleep Charades Cards! I’ll shuffle the cards and place them face-down. When it’s your turn:

1. Draw one card.
2. Act out the bedtime behavior silently (no words).
3. Your friends will guess what you’re doing and why it helps you sleep.

I’ll demonstrate first.”

Draw a card (e.g., brushing teeth), pantomime brushing without sound.

“Who knows what I’m doing? Yes—brushing my teeth! Brushing helps keep our mouths clean and ready for sleep.

Now let’s try with you. Who’d like to go first?”

Continue until time is up or most students have had a turn.

“Great acting and guessing, everyone!”

Bedtime Routine Reflection (5 minutes)

“Please take out your Bedtime Routine Worksheet and a pencil. On your sheet:

1. Draw each step of your ideal bedtime routine (for example: bath, pajamas, story, lights off).
2. Label each drawing with a word or short phrase.

Take three minutes to work quietly. I’ll walk around to see your amazing routines.”

Circulate, praise effort, and help with labels.

“Who would like to share one step from their routine?”

Invite 2–3 volunteers.

“Thank you for sharing! Those steps will help us all sleep better.”

Cool Down: Guided Breathing (3 minutes)

“To finish, let’s calm our bodies and minds with breathing. We’ll use our Flower & Candle Breathing Cards:

1. Flower Breathing (inhale to smell the flower, exhale to blow petals away) – 2 rounds.
2. Candle Breathing (inhale to fill your belly, exhale to blow out a candle) – 2 rounds.

Close your eyes if you’re comfortable. Inhale… exhale… Inhale… exhale…

How do you feel now?”

Pause for 1–2 responses.

“You all did an amazing job today learning how to keep your bodies hydrated and rested. Remember to drink water and practice your bedtime routine this week. Have a healthy, happy day—and sweet dreams, Wellness Explorers!”

Hydration Relay Activity

Time: 10 minutes
Materials: Cones or floor markers, small cups (one per team), water bottles (one per team), large bucket or tray for collecting water, towels for spills

Preparation:

• Set up two or more relay lanes using cones or tape—each lane needs a start line and a fill station about 10–15 feet away.
• At each fill station, place an empty cup and a water bottle on a small table or mat.
• Position a bucket or tray at the start line for each team to pour collected water into.
• Have towels handy for any spills.

Instructions:

1. Divide students into teams of 4–6 and have each team line up behind its start line.
2. Explain that this relay helps us practice drinking—and sharing—water quickly to stay healthy and strong.
3. On the teacher’s signal (“Go!”), the first player in each line runs to their fill station, carefully fills their cup from the water bottle (no over-full!), and carries it back without spilling.
4. The runner pours the water into the team’s bucket or tray and races back to tag the next teammate.
5. Continue until every student has had a turn filling and pouring.
6. When all runners finish, compare team buckets: the team with the most water “wins,” but emphasize teamwork and hydration over competition.

Debrief & Discussion:

• Gather students around their buckets. Ask each team to name one reason we drink water (e.g., “to help our bodies cool down,” “to keep our muscles strong”).
• Discuss how quickly water can disappear if we don’t refill—and why it’s important to drink small amounts often through the day.

Teacher Tips:

• Model careful cup filling and balanced carrying—remind students to look forward, not down.
• Encourage cheering and positive support for all teams.
• If spills occur, pause briefly to clean up and reinforce safety.
• Adapt for space: indoors use a hallway; outdoors use chalk lines on pavement.

Water Tracker Worksheet

Name: ________________ Week of: ________________

Each box represents one cup/glass of water. Check or color in a box each time you drink a cup.

Keep this tracker on your desk and aim to fill all the boxes each day to stay hydrated and healthy!

Sleep Charades Cards

Print and cut these cards into individual prompts. Students draw one card, silently act out the bedtime behavior, and classmates guess the action and why it helps us sleep.

Brushing Teeth
• Pretend to hold a toothbrush and move it back and forth at your teeth.
• Make small circular arm motions as if cleaning every corner of your mouth.

Putting On Pajamas
• Mime taking off daytime clothes and pulling on a pajama top or bottoms.
• Button up an imaginary shirt or zip an invisible zipper.

Reading a Bedtime Story
• Hold an imaginary book open and turn pages.
• Point at the “words,” then look up and smile or yawn as you read.

Tucking into Bed
• Lie down on an imaginary mattress.
• Pull an invisible blanket up to your chin and fluff up a pillow.

Yawning
• Cover your mouth with one hand and take a big yawn.
• Stretch arms wide as if waking up, then yawn again.

Turning Off the Light
• Reach up high as if flicking a light switch.
• Then bring your hands together in a silent “goodnight” gesture.

Snuggling a Stuffed Animal
• Hug an imaginary teddy bear or pillow tightly to your chest.
• Cuddle it gently and rock side to side.

Drinking a Cup of Water
• Pretend to lift a glass, tilt it, and take a small sip.
• Place the glass back down and wipe your mouth softly.

Washing Your Face
• Splash imaginary water on your cheeks.
• Rub both hands up and down your face, then pat dry.

Closing Your Eyes & Taking Deep Breaths
• Gently close your eyes.
• Place hands on your chest or belly and inhale deeply, then exhale slowly.

Use these cards during the Sleep Charades activity in Session 6 Lesson Plan to reinforce healthy bedtime routines and help students connect each behavior with better sleep.

Bedtime Routine Worksheet

Name: ________________ Date: ________________

1. Draw and label the first step you do before bedtime (e.g., brush your teeth).
   
   
   
   
   
   
2. Draw and label the second step in your bedtime routine (e.g., put on pajamas).
   
   
   
   
   
   
3. Draw and label the third step you follow (e.g., read a story).
   
   
   
   
   
   
4. Draw and label the last step before you go to sleep (e.g., turn off the light, close your eyes).
   
   
   
   
   
   
5. In one sentence, explain why having a bedtime routine helps you sleep well:
   
   
   
   
   
   

Session 7 Teacher Script

Warm-Up: Germ Brainstorm (5 minutes)

“Hello, Wellness Explorers! Today we’re becoming Germ Detectives. Germs are tiny living things we can’t see that can make us sick if they spread on our hands and onto our toys. Let’s sit in a circle and brainstorm together.

“Who can tell me what a germ is?”
Pause for responses.

“Great ideas! Germs can live on door handles, toys, and even our desks. Now, where do you think germs hide on your body?”
Pause and chart answers on chart paper.

“Fantastic detective work! Our goal today is to learn how germs spread—and then wash them away so they can’t make us sick.”

Germ Hunt Activity (10 minutes)

“Okay, Germ Detectives—let’s hunt for hidden germs! I’ve hidden these Germ Hunt Activity Cards around the room under chairs, tables, and even on backs of books. When I say ‘Go,’ work in your teams to find as many germ cards as you can.

“Your team can collect cards in a basket or tray. Ready? On your mark… get set… Go!”

Let teams hunt for about 5 minutes.

“Time’s up! Please bring your cards back here. Which spots had the most germs hiding?*”
Invite 2–3 teams to share.

“Great detective work—germs can hide almost anywhere!”

Glitter Germ Demonstration (10 minutes)

“Now we’ll see how germs spread using our special Glitter Germs Kit. Pair up with a friend. I’ll put a little lotion mixed with glitter on one person’s hands—these sparkle bits are like pretend germs.

“Partner A, hold still. Partner B, gently shake their hand, give a high-five, and touch a nearby desk or pencil. Then look at your own hands and clothes—where did our pretend germs travel?”
Pause while students explore.

“How cool (and a little messy!)—just like real germs, those glitter germs moved everywhere. We can’t see real germs, so we must wash them away.”

Introduction to Handwashing Steps (5 minutes)

“Let’s learn the five steps to wash germs off our hands. Watch our Handwashing Steps Poster and repeat after me:

1. Wet hands under clean water.
2. Apply soap and lather up.
3. Scrub all surfaces—backs of hands, between fingers, and under nails—for at least 20 seconds. (That’s two ‘Happy Birthday’ songs!)
4. Rinse thoroughly under running water.
5. Dry hands with a clean towel.

“Great job! I’ll demonstrate once more while you say each step quietly.”
Demonstrate slowly.

Handwashing Practice Stations (10 minutes)

“Now it’s your turn at the sink stations. Each sink has soap, water, a towel, and a Sand Timer. Find a spot and follow our five steps. Use the timer to scrub for a full 20 seconds.

“When you’re done, come back here and on your Handwashing Practice Worksheet, draw or write the step you remember best.”
Circulate, offer feedback, and praise correct steps.

Clean Hands Pledge & Reflection (5 minutes)

“Let’s gather back in our circle and make a promise together. Look at our Clean Hands Pledge Chart. We’ll read it aloud and then each add our signature or handprint:

Clean Hands Pledge
I promise to wash my hands
to keep germs away,
for health and safety every day!

Read line by line, inviting children to repeat.

“Who feels proud of their clean hands? How do you feel now that you’re germ-free?”
Pause for 1–2 answers.

“Wonderful! You are official Germ Detectives and Handwashing Heroes. Let’s close with our cheer: ‘Germ free, happy me!’”

“Thank you for your amazing work today. Keep washing to stay healthy!”

Germ Hunt Activity Cards

Print and cut these cards into individual prompts. Hide them around the room for students to hunt “germs” in common touch spots. Each card names one location where germs love to hide. Students collect cards and then discuss why each spot can carry germs.

• Door Handle or Knob
• Light Switch
• Table Surface
• Chair Back or Seat
• Bookshelf or Book Cover
• Pencil or Crayon
• Marker or Paintbrush Cap
• Toy or Game Piece
• Water Fountain Button
• Sink Faucet
• Soap Dispenser Pump
• Computer Keyboard or Mouse
• Tablet Screen or Device
• Backpack or Cubby Handle
• Tissue Box or Paper Towel Dispenser

Teacher Tip: You can add or swap in classroom-specific hotspots (e.g., cubby hooks, playground equipment). Hide 15–20 cards so each team has a good hunt!

Glitter Germs Kit

Prepare a simple kit to demonstrate how invisible germs spread using sparkling “glitter germs.”

Materials (for 4–6 pairs):

• Small squeeze bottles or cups of unscented lotion (or water‐based hand sanitizer)
• Washable glitter (fine or chunky) in small dishes
• Disposable gloves (optional for teacher use)
• Small trays or paper plates to hold the lotion–glitter mix
• Paper towels or wipes for cleanup

Kit Setup:

1. In each tray or plate, mix a small dollop of lotion (about a teaspoon) with a sprinkle of glitter. Stir lightly so the glitter “germs” stick to the lotion.
2. Place one tray per pair at the demonstration table, alongside paper towels.
3. Optional: Teacher wears gloves while preparing to avoid spreading glitter prematurely.

Demonstration & Activity:

1. Apply “Glitter Germs.”
   • Invite one student (Partner A) to dip their fingertips into the lotion–glitter mix so only their hands are lightly coated.
   • Remind students: “These sparkles are our pretend germs—they show where germs go.”
2. Spread the Germs.
   • Partner A and Partner B shake hands, high-five, or pretend to share a pencil.
   • Encourage them to touch a desk, a chair, or each other’s forearms to spread the glitter.
3. Observe the Spread.
   • Ask students to look closely: “Where did the glitter land?”
   • Have them point out desks, pencils, sleeves—any place the “germs” traveled.
4. Discuss & Clean Up.
   • Explain: “Real germs aren’t shiny, but they move just like this.”
   • Direct students to a sink or wipes to wash off the glitter–lotion mixture.
   • Emphasize proper handwashing or wiping technique to remove every bit of glitter.

Teacher Tips:

• Use different glitter colors for each pair to track how far germs spread between groups.
• Keep paper towels handy for quick cleanup of spills.
• Reinforce that real germs are invisible but behave similarly—handwashing is the best way to remove them.
• Save one tray of glitter germs for a quick repeat if time allows or for latecomers.

Handwashing Steps Poster

Follow these 5 simple steps to wash away germs!

1. Wet your hands under running water 🌊
2. Apply soap and make lots of bubbles 🧼
3. Scrub everywhere for at least 20 seconds:
   • Backs of hands
   • Between fingers
   • Under fingernails
4. Rinse thoroughly under water to wash bubbles away 🚿
5. Dry with a clean towel or air dryer 🧴

Remember: Sing “Happy Birthday” twice while scrubbing to reach 20 seconds!
Post this near your sink to keep hands germ-free.

Handwashing Practice Worksheet

Name: ____________________________ Date: ____________________

1. Draw a picture of you washing your hands at the sink:
   
   
   
   
   
   
   
   
   
   
   
   
2. Write the five steps of handwashing you practiced today.
   1. _______________________________________________________
      
      
   2. _______________________________________________________
      
      
   3. _______________________________________________________
      
      
   4. _______________________________________________________
      
      
   5. _______________________________________________________
      
      
3. How long should you scrub your hands with soap?
   ______________________________________________________________
   
   
4. Why is it important to scrub between your fingers and under your nails?
   
   
   
   
   
   
5. List three times today when you will remember to wash your hands:

   1. ---

   2. ---

   3. ---

Great work practicing to keep germs away!

Clean Hands Pledge Chart

Our Promise to Stay Germ-Free

“I promise to wash my hands
to keep germs away,
for health and safety every day!”

Let’s make our classroom a Germ-Free Zone!

Each student, please sign your name or place a handprint below to show you’ve joined the Clean Hands Team.

Teacher Tip:

• Display this chart near the door or sink as a daily reminder.
  
• When new students join, invite them to add their name or handprint.
  
• Celebrate milestones (e.g., when every student has signed) with a “Germ Free, Happy Me!” cheer.

Session 8 Teacher Script

Warm-Up: Emotion & Help Signals (5 minutes)

“Hello, Wellness Explorers! Welcome back to our Quest. Today we’re going to practice using our voice when we need help or need to set boundaries. Let’s start by warming up with our Emotion Cards.

1. Please stand in a circle and face me. I have our Session 1 Emotion Cards Deck here.
2. I’ll hold up a card. First, you’ll tell me the emotion. Then finish this sentence out loud:
   “When I feel ___, I can say, ‘I need help, please.’”

Hold up the Happy card.
“What emotion is this?”
Pause for “Happy.”
“Great! Now say: ‘When I feel happy, I can say, I need help, please.’”

Encourage full-class response.

1. Let’s do two more cards together. Ready?
   • Hold up Sad card → “When I feel sad, I can say, ‘I need help, please.’”
   • Hold up Angry card → “When I feel angry, I can say, ‘I need help, please.’”

“Wonderful job using your ‘help’ words!”

Introduction to Assertive Communication (7 minutes)

“Now, let’s learn three ways our voices can sound when we talk:

• Passive – quiet, maybe not saying how you feel.
(Whisper) “Okay.”
“That’s hard for people to hear!”

• Aggressive – loud or pushy, like a growl.
(Loudly) “Give me that now!”
“That can hurt people’s feelings.”

• Assertive – clear, polite, and honest.
(Calm, clear) “I feel upset when you take my toy without asking.”

“Assertive words help others know exactly how we feel—and keep everyone safe and respected.”

Chart It

1. On chart paper, under Asking for Help, I’ll write:
   • “Can you please show me how to do this?”
2. Under Setting Boundaries, I’ll write:
   • “No thank you, I’m okay.”
3. Who has another idea for asking for help?
   Pause for student responses and add phrases.
4. Who has another way to say no kindly?
   Pause and chart.

“Fantastic—these are our assertive helpers!”

Help-Seeking Role-Play (10 minutes)

“Time to practice! Please pair up with a friend and sit in the chairs I’ve arranged. Each pair gets one Assertive Communication Role-Play Scenario card.

1. Student A reads the scenario out loud (for example: ‘You can’t tie your shoes and feel frustrated.’).
2. Student A uses an assertive request:
   “I feel frustrated when I can’t tie my shoes; could you help me, please?”
3. Student B practices listening and responds kindly.
4. Switch roles—now Student B reads a new scenario and uses assertive help-seeking language.

Circulate, praise clear voices and “I feel…when…could you…” structure.

“Who would like to volunteer as a pair to show us one of your help-seeking requests?”
Invite 2–3 pairs to demonstrate, then give positive feedback: “I loved how you spoke clearly and used your ‘I feel’ words.”

I-Statement Worksheet (10 minutes)

“Next, let’s make our own I-statements on the I-Statement Sentence Starters Worksheet.

1. At your seat, write or draw to finish this prompt:
   I feel ___ when ___ because ___.
2. You can add a picture to show how you look or feel.
3. I’ll come around to help anyone who needs extra support.

Give students 6–7 minutes to complete.

“Who wants to share their I-statement? Remember to speak in an assertive, clear voice!”

Invite 2–3 volunteers.

Boundary Setting Game (8 minutes)

“Now we’ll practice saying no or setting boundaries. We have our Help & Boundary Cue Cards face-down.

1. Each student draws one card (for example: ‘Someone grabs your toy without asking’).
2. Act out or describe the situation, then say your boundary phrase in an assertive voice.
   Example: “No thank you, please give it back.”
3. The rest of the class guesses which boundary you used and why it’s respectful.

Shuffle cards and repeat so several students can practice.

“Great work! I heard clear, polite words that kept everyone’s feelings safe.”

Cool Down: Affirmation Stretch (5 minutes)

“To finish strong, let’s do our Affirmation Stretch.

1. Stand tall and reach your arms overhead.
   Affirmation: “I am clear.”
2. Lean right and reach down your side.
   Affirmation: “I am safe.”
3. Lean left and reach down your side.
   Affirmation: “I am heard.”
4. Hands to heart and take a deep breath in… and out.
5. Thumbs-up to yourself and your neighbor!

“Wonderful job practicing your powerful, polite voices today. Remember—when you need help or need to set a limit, use your assertive words and I-statements. I’m proud of you, Wellness Explorers!”

Assertive Communication Role-Play Scenarios

Print and cut these cards into individual scenario prompts. Students work in pairs: one reads the scenario and practices asking for help using an assertive I-statement (e.g., “I feel ___ when ___; could you please help me ___?”). Then partners switch roles.

Scenarios

• You can’t tie your shoes before line-up.
• You need help opening your juice box at snack time.
• You lost your pencil and can’t finish your drawing.
• You don’t know how to start today’s art project.
• You feel sad because you miss home.
• You can’t reach a book on the top shelf.
• You spilled your water and need a towel.
• You want to join your friends’ game but aren’t sure how.
• You need help fastening the zipper on your jacket.
• You feel scared during the thunderstorm outside.

How to Use

1. Student A reads a card aloud.
2. Student A practices: “I feel ___ when ___; could you please help me ___?”
3. Student B listens, responds kindly, and helps.
4. Swap roles and draw a new card.

Help & Boundary Cue Cards

Print and cut these cards into individual prompts. Students draw one card and role-play using an assertive boundary phrase (e.g., “No thank you, I’m okay,” or “Please stop, I don’t like that”). Classmates guess which boundary was set and discuss why it’s polite and clear.

Boundary Scenarios

• Someone grabs your toy without asking.

• A friend keeps asking to play your game even when you say no.

• Someone pushes past you in line.

• A peer tries to boss you around on the playground.

• A classmate wants to eat your snack.

• Someone interrupts you while speaking.

• A child calls you a name you don’t like.

• A friend takes your art supplies without permission.

• A classmate wants you to share a secret you don’t want to share.

• Someone blocks you from joining their group.

• An older student tries to hurry you to finish your work.

• A peer stands too close and makes you uncomfortable.

How to Use

1. Student reads or shows their scenario quietly (no words).
2. Student states an assertive boundary phrase clearly.
3. Peers guess which scenario and boundary phrase was used.
4. Discuss: “Why is this boundary respectful and clear?”

Teacher Tip: Praise students for calm tone, eye contact, and use of “I” language when setting boundaries.

I-Statement Sentence Starters Worksheet

Name: __________________________ Date: _______________

Complete each sentence to practice clear “I” statements. You can use words or draw a small picture.

1. I feel ________________ when ____________________________, because __________________________________________________.
   
   
   
   
   
   
2. When _________________________________, could you please ________________________________________?
   
   
   
   
   
   
3. I need help with _______________________ so I can __________________________________________.
   
   
   
   
   
   
4. One way you can help me is ______________________________________________________________.
   
   
   
   
   
   
5. Practice your own I-statement here:
   “I feel _______ when _______; could you _______?”
   
   
   
   
   
   
   
   
   
   

Cool Down: Affirmation Stretch

Time: 5 minutes
Materials: None

1. Stand tall with feet hip-width apart and reach both arms overhead.
   • Say to yourself: “I am clear.”
   • Take a deep inhale as you stretch up, exhale and feel grounded.
2. Lean gently to the right, reaching your right arm overhead and side-bending.
   • Whisper: “I am safe.”
   • Hold for two slow breaths, noticing the side stretch.
3. Return to center, then lean gently to the left, reaching your left arm overhead.
   • Affirm: “I am heard.”
   • Hold for two calm breaths, feeling supported.
4. Bring your hands to your heart in a gentle self-hug.
   • Think: “I deserve respect.”
   • Breathe in for four counts, breathe out for four counts.
5. Finish by standing tall, shaking out your arms like you’re releasing any tension, and giving yourself a thumbs-up.
   • Smile and notice how your body feels strong and confident.

Great job practicing your affirmations, Wellness Explorers! You used kind, clear words and stretched both body and mind.